Формирование концептуальных представлений о реальности на основе рефлексивной практики (опыт исследования)
Formation of conceptual representations of reality on the basis of reflective practice (research experience)

Summary/Abstract: Introduction. The transition from ordinary perceptions of reality to conceptualized ones is a significant problem of philosophical education. The aim of this article is to identify the ways of this transition in the course of doctoral students' work with modern philosophical literature, to substantiate ontological and epistemological principles of understanding reality, and to summarize modern approaches to solving this problem. Materials and Methods. On the basis of teaching practice, which goes back to Socrates' Maieutic method, the principle of “pro et contra”, and substantially determined by the discussions of realists and anti-realists about the nature of reality, the ways of strengthening the discipline of judgment, improving the reflexive culture, clarifying the bases of one's own ideas about the world and formalizing them in a thoughtful system of judgments are revealed. The method of research into the formation of conceptual representations of reality involves analyzing the ways of transition from unconsidered opinions through the recognition of their insufficiency and unsatisfactoriness to such knowledge, which Plato called ‘theory’ (θεωρία), i.e. rationally constructed principles of analytics. In this methodological approach (communicativecompetence - in the modern formulation), the very sequence of cognitive acts is important: from ordinary ‘naïve’ perceptions - to a clear understanding of the complexity of the problem - then to the formation of questions in the audience that lead beyond a surface view of reality - and to the possible conceptual coherence and validity of perceptions of reality. Results. In the course of History and Philosophy of Science for doctoral students, the author proposed and justified the use of a three-level construct of moving from everyday representations of reality to conceptually meaningful ones. At the first level it was proposed to give an intuitive definition of the concept of ‘reality’; at the second level to analyze it, relying on sources from among those recommended by the lecturer or chosen independently, then briefly formulate the essence of realistic and anti-realistic approaches and identify the logic of one of them, and at the third level to move to the opposite position and present the relevant arguments. The author summarized the results of this procedure, which includes critical overcoming of ordinary statements about the nature of reality and dialogue between opposite conceptual solutions to the problem, and substantiated that such practice gives the effect of “awakened consciousness” and becomes the basis for readiness to conduct an internal dialogue on complex philosophical problems. Conclusions. The skills of reality analysis presented in the article develop and improve the reflexive practice of young researchers, clarify the basis of their own perceptions of the world, formalize them in a reasoned and critically elaborated system of judgments, and form their readiness to solve complex problems in science and philosophy.

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